Spinoza on Ingenium and Exemplarity: Some Consequences for Educational Theory

Autor/in	Dahlbeck, Johan
Titel	Spinoza on Ingenium and Exemplarity: Some Consequences for Educational Theory
Quelle	In: Studies in Philosophy and Education, 40 (2021) 1, S.1-21 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dahlbeck, Johan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3746
DOI	10.1007/s11217-020-09730-z
Schlagwörter	Teaching Methods; Educational Philosophy; Moral Values; Social Theories; Models; Emotional Response; Social Influences; Political Influences; Educational Theories; Psychological Patterns + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsphilosophie; Erziehungsphilosophie; Moral value; Ethischer Wert; Gesellschaftstheorie; Analogiemodell; Emotionales Verhalten; Sozialer Einfluss; Political influence; Politischer Einfluss; Educational theory; Theory of education; Bildungstheorie
Abstract	This article turns to the neglected pedagogical concept of "ingenium" in order to address some shortcomings of the admiration-emulation model of Linda Zabzebski's influential exemplarist moral theory. I will start by introducing the problem of the admiration-emulation model by way of a fictional example. I will then briefly outline the concept of "ingenium" such as it appears in a Renaissance context, looking particularly at the pedagogical writings of Juan Luis Vives (1492/3-1540). This will set the stage for the next part, looking at how early modern philosopher Benedict Spinoza (1632-1677) adopts a Vivesian notion of "ingenium," adjusting it so as to fit into the setting of his political theory. Next, I will turn to Spinoza's use of the concept of "ingenium" in relation to his portrayal of exemplary persons, offering a pedagogical model of moral exemplarism that can counter some of the perceived problems of the admiration-emulation model as it highlights the necessary fallibility of efficient exemplars as well as acknowledges the socio-political dimension of emotions. Finally, I will lay out some preliminary consequences for educational theory, hoping to offer a way of reconciling moral exemplarism with a more realistic pedagogical and psychological framework. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01